Year |
Citation |
Score |
2020 |
McLean L, Abry T, Taylor M, Gaias L. The influence of adverse classroom and school experiences on first year teachers’ mental health and career optimism Teaching and Teacher Education. 87: 102956. DOI: 10.1016/J.Tate.2019.102956 |
0.35 |
|
2019 |
Taylor M, McLean L, Bryce CI, Abry T, Granger KL. The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching Teaching and Teacher Education. 86: 102910. DOI: 10.1016/J.Tate.2019.102910 |
0.427 |
|
2018 |
McLean L, Abry T, Taylor M, Connor CM. Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade. Journal of School Psychology. 69: 154-168. PMID 30558750 DOI: 10.1016/J.Jsp.2018.05.002 |
0.603 |
|
2018 |
Bryce CI, Bradley RH, Abry T, Swanson J, Thompson MS. Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievement. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 30451513 DOI: 10.1037/Spq0000297 |
0.512 |
|
2018 |
Abry T, Granger KL, Bryce CI, Taylor M, Swanson J, Bradley RH. First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 29792495 DOI: 10.1037/Spq0000235 |
0.528 |
|
2018 |
Gaias LM, Gal DE, Abry T, Taylor M, Granger KL. Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias Journal of Applied Developmental Psychology. 59: 5-15. DOI: 10.1016/J.Appdev.2018.02.005 |
0.319 |
|
2017 |
Abry T, Bryce CI, Swanson J, Bradley RH, Fabes RA, Corwyn RF. Classroom-Level Adversity: Associations With Children's Internalizing and Externalizing Behaviors Across Elementary School. Developmental Psychology. PMID 28045283 DOI: 10.1037/Dev0000268 |
0.481 |
|
2017 |
McLean L, Abry T, Taylor M, Jimenez M, Granger K. Teachers' mental health and perceptions of school climate across the transition from training to teaching Teaching and Teacher Education. 65: 230-240. DOI: 10.1016/J.Tate.2017.03.018 |
0.474 |
|
2016 |
Abry T, Rimm-Kaufman SE, Curby TW. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 27957668 DOI: 10.1007/S11121-016-0743-3 |
0.751 |
|
2016 |
Swanson J, Valiente C, Bradley RH, Lemery-Chalfant K, Abry T. Teachers’ Effortful Control and Student Functioning: Mediating and Moderating Processes Social Development. 25: 623-645. DOI: 10.1111/Sode.12165 |
0.511 |
|
2016 |
Gaias LM, Abry T, Swanson J, Fabes RA. Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success Learning and Individual Differences. 45: 199-207. DOI: 10.1016/J.Lindif.2015.11.016 |
0.582 |
|
2015 |
Abry T, Hulleman CS, Rimm-Kaufman SE. Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients American Journal of Evaluation. 36: 320-338. DOI: 10.1177/1098214014557009 |
0.579 |
|
2015 |
Rimm-Kaufman SE, Baroody AE, Larsen RAA, Curby TW, Abry T. To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning? Journal of Educational Psychology. 107: 170-185. DOI: 10.1037/A0037252 |
0.74 |
|
2015 |
Abry T, Latham S, Bassok D, LoCasale-Crouch J. Preschool and kindergarten teachers' beliefs about early school competencies: Misalignment matters for kindergarten adjustment Early Childhood Research Quarterly. 31: 78-88. DOI: 10.1016/J.Ecresq.2015.01.001 |
0.496 |
|
2014 |
Wanless SB, Rimm-Kaufman SE, Abry T, Larsen RA, Patton CL. Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 25492612 DOI: 10.1007/S11121-014-0536-5 |
0.602 |
|
2014 |
Wanless SB, Rimm-Kaufman SE, Abry T, Larsen RA, Patton CL. Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach. Prevention Science : the Official Journal of the Society For Prevention Research. PMID 25351865 DOI: 10.1007/S11121-014-0519-6 |
0.728 |
|
2014 |
Rimm-Kaufman SE, Larsen RAA, Baroody AE, Curby TW, Ko M, Thomas JB, Merritt EG, Abry T, DeCoster J. Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial American Educational Research Journal. 51: 567-603. DOI: 10.3102/0002831214523821 |
0.653 |
|
2013 |
Curby TW, Rimm-Kaufman SE, Abry T. Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology. 51: 557-69. PMID 24060059 DOI: 10.1016/J.Jsp.2013.06.001 |
0.735 |
|
2013 |
Abry T, Rimm-Kaufman SE, Larsen RA, Brewer AJ. The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology. 51: 437-53. PMID 23870440 DOI: 10.1016/J.Jsp.2013.03.001 |
0.763 |
|
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